Quality Management Practices and the Employability of Graduates of TVET Schools in Limpopo Province of South Africa

Statistics South Africa (2024) reports that the national young unemployment rate exceeds 60%, with a substantial segment of this demographic consisting of graduates from TVET colleges. Tasked with equipping individuals with practical skills and fostering entrepreneurship, TVET schools aim to address the country’s economic development and bridge the gap in scarce skills. Unlike universities, TVET institutions are oriented toward hands-on training and closely align with industry demands. Although South Africa is recognized as a middle-income country, inequality, poverty, unemployment, and social injustice remain major challenges (Stats SA, 2021). South Africa possesses one of the highest unemployment rates worldwide, attaining 32.9% in the second quarter of 2023 (Statistics South Africa, 2023). This study sought to evaluate whether TVET schools are adequately equipped to produce graduates who meet the economy’s needs and address skills shortages. Employing a convergent parallel mixed-method design, this research investigated the strategic tools TVET schools utilise to produce employable graduates and the challenges hindering their effectiveness. Quantitative data were collected through self-administered questionnaires completed by teaching and administrative staff. In contrast, qualitative data were obtained via semi-structured interviews with campus managers, former students, and industry representatives. Stratified and snowball sampling methods were employed to select 270 respondents from three TVET schools in Limpopo Province. The findings revealed that some TVET schools have implemented strategies to enhance the capacities of students and employees, including wellness initiatives, teaching and student awards, and mentorship programs. However, persistent challenges significantly undermine the quality of education delivered, impeding the production of graduates equipped to alleviate poverty, contribute to national development plans, and address critical skill gaps. This study recommends that policymakers develop targeted strategies and policies to enhance educational quality, ensuring that graduates are effectively transformed into skilled professionals. Further research is suggested to expand this inquiry to TVET schools in other provinces and private institutions, using diverse research designs to explore broader challenges and innovative approaches for producing high-quality, employable graduates.